Multi-TieredFamily, School, and

Community Partnering (FSCP):

“On the Team andAt the Table”

Stakeholder Training 2012 -2013

Welcome & Introductions

The contents of this presentation were developed under a grant from the US Department of Education, #H323A090005.

However, these contents do not necessarily represent thepolicy of the US Department of Education, and you should

not assume endorsement by the Federal Government.Project Officer, Jennifer Coffey, PhD.

Thanks to the Following Partners for Their Time and Input in Developing the CDE FSCP Module

(basis for this presentation)• Colorado Department of Education

– Exceptional Student Services Unit– Early Childhood Unit, Office of Teaching and Learning– Gifted Education Unit– Language, Culture and Equity Unit– Prevention Initiatives

• Colorado Parent Information and Resource Center (CPIRC)• Colorado Special Education Advisory Committee (CSEAC)• Denver Metro Community Parent Resource Center (Denver Metro

CPRC)• PEAK Parent Training and Information Center (PTI)• Numerous family advocates, professionals, other interested individuals

VisionAll students in Colorado will become educated and productive citizens capable

of succeeding in a globally competitive workforce.

MissionThe mission of CDE is to shape, support, and safeguard a statewide education

system that prepares students for success in a globally competitive world.

Colorado Department of Education

1. Successful Students2. Great Teachers and Leaders3. Outstanding Schools and Districts4. Best Education System in the Nation

Statewide Goals

Prepare students to thrive in their education and in a globally competitive workforce.

Ensure every student is making adequate growth to graduate from high school postsecondary and workforce ready.

Increase achievement for all student and close achievement gaps.

Ensure students graduate ready for postsecondary and workforce success.

Increase national and international competitiveness for all students.

1. Successful Students

Participants will… Learn a new acronym (FSCP)

Understand family-school partnering definitions, research, legal mandates, challenges and solutions;

Learn about family, school, and community partnering in the multi-tiered framework, including sample tools and resources, with specific application to special education

Begin to develop an action plan for tiered family and community partnering, including personal and team perspectives.

Outcomes

“Tell Me I Forget.Show Me I Remember.

Involve Me I Understand.”(Chinese Proverb)

Presentation At A Glance“Honoring Your Time”

Presentation TopicsDefinitionRationaleChallenges and SolutionsMulti-Tiered PartneringAction Plan

ActivitiesToolkit Tour

Speak Up…

http://www.youtube.com/watch?v=v-FKs2RWtGQ

LeadershipCurriculum & InstructionProblem-Solving ProcessProgress MonitoringSchool Culture & ClimateFamily and Community Partnering

Six Essential Components of Colorado Response to Intervention

(RtI)

We Believe… ALL children can learn and achieve high standards as a

result of effective teaching. All students must have access to a rigorous, standards-

based curriculum and research-based instruction. Intervening at the earliest indication of need is

necessary for student success (PreK-12). A comprehensive system of tiered interventions is

essential for addressing the full range of student needs. Student results are improved when ongoing academic

and behavioral performance data are used to inform instructional decisions.

Core Colorado RtI Principles

Collaboration among educators, families, and community members is the foundation to effective problem-solving and instructional decision-making

Ongoing and meaningful involvement of families increases student success

All members of the school community must continue to gain knowledge and develop expertise in order to build capacity and sustainability.

Effective leadership at all levels is crucial for the implementation of RtI.

Core Colorado RtI Principles

A State must adopt … criteria for determining whether a child has a specific learning disability.

The criteria must not require the use of a severe discrepancy between intellectual ability and achievement.

The criteria must permit the use of a process based on the child’s response to scientific, research-based interventions.

A public agency must use the State criteria adopted.

SLD Criteria: State/Public Agency Requirements

(Federal Rule 300.307, 2006)

Colorado Rules for the Administration of the Exceptional Children’s Education Act (ECEA) – Specific learning

Disabilities (CDE, 2007) 2.08(6)(b)(iii)(B) The child does not make sufficient

progress to meet age or state-approved grade-level standards in one or more of the areas identified in section 2.08(6)(b)(i) when using a process based on the child’s response to scientific, research-based intervention {RtI} as determined by a body of evidence demonstrating…

Please refer to Guidelines for Identifying Students with Specific Learning Disabilities. {CDE, 2008a}

The Law

Final approval by State Board of Education – November 8, 2007.

Effective date following final approval by Attorney General and publication in the Colorado Register – December 30, 2007.

Date by which all Administrative Units must implement the new SLD Criteria – August 15, 2009.

Amended Rules for the Administration of Colorado ECEA

Colorado READ Act (2012)

If a student’s reading skills are below gradelevel expectations…the local education provider

shall ensure that the student receives appropriate interventions through an RtI

(or comparable) framework…

1. Administrative Leadership2. Team Implementation3. Define Concrete Expectations4. Teach Behavior Expectations5. Acknowledge and Reward Positive Behavior6. Monitor and Correct Behavior7. Use Data for Decision Making8. Family and Community Partnerships

Eight Guiding Practiceof School-wide PBIS

The Mission of Colorado Positive Behavioral

Interventions and Supports (PBIS) Initiative is:

to support and assist school districts in establishing and maintaining effective school

environments that maximize the academic achievement and

social, emotional, and behavioral competence of all

learners in Colorado.

PBIS

Integrated Elements

Outcomes

Practices

Systems

Supporting Adults

Supporting Students

SupportingDecision Making

Data

Supporting Social Competence &Academic Achievement

Family and Community

MTSSIntegrated Continuum

Academic Continuum

Behavior Continuum

Adapted from the OSEP TA Center for PBISAdapted from the OSEP TA Center for PBIS

Multi-Tiered System of Supports

RtI

PBIS

AcademicSupports

BehaviorSupports

MTSS

Colorado RtI VideoMeeting the Needs of All

Students

http://www.cde.state.co.us/media/rti/rtivideo/rti.htm

Definition

“Partnering is a relationship involving closecooperation between parties having joint rights

and responsibilities.”(Christenson & Sheridan, 2001)

What is your definition of partnering?

Partnering is ______________________.

Activity#1 Definition

Examine YourOwnAttitudesandAssumptions…

Special thanks to the Colorado Parent Information and Resource Center for this activity (www.cpirc.org)

Activity #2

www.cpirc.org 30

Perceptions and Assumptions

www.cpirc.org

Labeling Activity

Activity #2 (Closure)

Listen to a Story…

www.cpirc.org

“Lead Others By Looking In Their Eyes”

Take a Break

Door Prize

Partnering Principles

A struggling student experiences collaborative support and encouragement immediately from home and school, thus staying engaged in learning.

It is all about ongoing, sustainable, intentional relationships.

The focus is always on student success - measurable goals, progress data, and doing what works.

Partnering Principles

Cultural and linguistic differences are directly addressed because:

students see their worlds working together;

there is a forum to understand the culture of the family and the culture of the school. (Coll & Chatman,2005)

Partnering Vocabulary

Words:“WE”, “OUR”, “US”Goals: What do we want to ACHIEVE TOGETHER?Roles: How can WE PARTNER around that?Data: How will WE KNOW it is working? Input: What does the family or school or

community resource THINK, FEEL, KNOW?Decisions: WE ALL are “at the table” and “on the

team”. Responsibilities: What are WE EACH doing?Students: What is BEST for OUR student?

Family and Community Partnering is the collaboration offamilies, schools, and communities as equal partners in

improving learner, classroom, school, and district outcomes.In effective partnering, each stakeholder shares

responsibility for learners’ success by:• establishing and sustaining trusting relationships;• understanding and integrating family and school culture;• maintaining two-way communication;• engaging in collaborative problem-solving:• coordinating learning at home, school, and in the

community, using data; • acknowledging and celebrating progress.

A Research-Based Partnering Definition

Please complete the Planning Team Feedback as you remember your most recent experience…

Activity #3How Do You Partner Now?

Complete Survey and Share

Rationale

“…parents are a child’s first teachers…”(Adams et al., 2003)

Research, Law, and the Shift

The Research: Summary of 40 Years

For Students: Higher achievement, more homework completion,

come to school more and stay in school longer, observing more similarities between home and school

For Families: Becoming more supportive of child and teachers,

becoming more confident in how to help child learn, learning more about education programs

For Teachers and Schools: Improved teacher morale, higher ratings of teachers by

parents, parents support schools and bond issues

The Research:Why Partnering Worksand What It Looks LikeIn Everyday PracticeTimeStudent AchievementEvery Family, Every Student

Students’ Time (from Clark, 1990)

9%

91%

Birth to 18

In SchoolOut of School

30%

70%

During School Years (Waking Hours)

In School

Out of School

“Time is Our Currency” - George Batsche

Student Achievement RESEARCH

RESEARCH

RESE

ARCH

Factors Influencing Achievement

School

Teacher

Student

1. Guaranteed and Viable Curriculum

2. Challenging Goals/Effective Feedback

3. Parent and Community Involvement

4. Safe and Orderly Environment

5. Collegiality and Professionalism

6. Instructional Strategies

7. Classroom Management

8. Classroom Curricula Design9. Home Environment10.Learned Intelligence/ Background Knowledge11. Motivation

(Marzano, 2003)

Student Achievement

Home Environment ComponentsThat Work At ALL LEVELS:

Supporting School at Home

1. Communication About School – Frequent, Systematic, and Encouraging

2. Supervision of homework, TV viewing, after-school activities (including community partnering)

-Marzano, 2003

Student Achievement

Homework has a positive effect on achievement. The key is in the

design.(Epstein & Van Voorhis, in

press)Communicate regularly about homework expectations – two-way!

Guide families in supporting learning at home. Jointly problem-solve concerns. Try Interactive Homework (TIPS – Teachers

Involving Parents in Schoolwork).(Van Vooris, 2011)

Student Achievement

Why Family-School Partnering Works? The C’s: Coordinated or Connected or

Continuous or Complementary or Congruent or Consistent Learning Students learn and retain skills more effectively.

(Sheridan, 1997) Practice increases memory traces and fluency.

(Gage & Berliner, 1991) Applying learned knowledge in the real world

reinforces concepts. (Gage & Berliner, 1991) Summarizing information forces more in-depth

processing. (Gage and Berliner, 1991) Adults who care make an emotional and motivational

difference! (Pianta et al.,1996)

Every Family, Every StudentDiversity in Learning, Culture, Language,

Age School practices (such as frequent communication) are

a stronger predictor of parent involvement than parents’ educational level, income status, or ethnic background. (Epstein, 1991)

Parents, regardless of educational level, income status, or ethnic background, want their children to be successful in school and information about parents’ roles in supporting their children. (Christenson, 1995)

All students benefit from family-school partnering, including those who are at the secondary level and those who experience differences in culture, learning, and economic status. (Jeynes, 2005, 2007)

Secondary School Researchon Family-School Partnerships

There are more challenges in secondary schools: Teachers have more students for lesser time, families

live farther awayTeachers tend to be “academic specialists” and have not

typically been involved with familiesStudents are balancing independence and need for

guidance and supportSubject matter, instruction and systems are more

complexParents need more guidance in supporting school and

postsecondary success Typically, family involvement drops off in secondary

schools unless intentional, strategic partner planning is in place. (Epstein et a l , 2002)

Secondary Research: PersonalContact and Outreach Works!

When school staff contact families about postsecondary plans…

…families talk about college and attend workshops.

When school staff contact families about study support at home…

…families work more often with teenagers on homework.

When school staff contact families about school-related issues such as academic programs and class content…

…families talk with their students more often about

school-related issues.

When teachers assign “interactive homework”…

…students and parents complete it together.

Colorado RtI Video

Secondary Implementation

http://www.cde.state.co.us/media/rti/training01/rtivideo03.html

The Law: No Child Left Behind (2002)

(First Statutory Definition in Elementary and Secondary Education Act - ESEA)

Defines parent involvement as:

Regular, two-way and meaningful communication

An integral role in assisting with their child’s learning

Full partners in their child’s education

In IDEA 2004, Congress stressed:“strengthening the role and responsibility of parents and ensuring that families of such children have meaningful opportunities to participate in the education of their children at school and at home.” 20 U.S.C. 1401 (c)(5)(B)

The Law: Individuals with Disabilities Education Act (2004)

The Law: Response to Intervention (RtI)

• RtI is a required criterion in Colorado for identifying students with specific learning disabilities (ECEA, 2007) and must be implemented in every school.

• The child does not make sufficient progress …when using a process based on the child’s response to scientific, research-based intervention (RtI) as determined by a body of evidence.

• Parents must receive information about:

• Amount and nature of data collected; • Strategies for increasing the childs rate

of learning• Results of repeated assessment of

child’s progress. (CDE, 2007; CDE, 2008b)

Family and Community Partnering is one of the six

RtI componentsin Colorado.

The Law: State Performance Plan

Indicator #8: Percent of parents with a child receiving special education services who report that schools facilitated parent involvement as a means of improving services and results for children with disabilities.

Colorado Sample Question

Are you an equal partner with teachers and other professionals in planning your child’s educational program?

The Law: State Performance Plan

According to cited research, effective family-school partnering can positively influence other Special Education Indicators:

Indicator #1: Percent of youth with IEPs graduating Indicator #2: Percent of youth with IEPs dropping

out of high school Indicator #3: Academic proficiency rate for children

with IEPs Indicator #4: Rates of suspension or expulsion in

children with IEPs

The Law: Parent Counseling and Training is a Related Service

• Related services means…parent counseling and training

• Individual related services term used in this definition are defined is as follows… Parent counseling and training means assisting parents in understanding the special needs of their child; Providing parents with information about child development; Helping parents to acquire the necessary skills that will allow them to support the implementation of their child’s IEP or IFSP.

U n i te d S ta te s D e p a r t m e n t o f Ed u ca ti o n , 2 0 0 6 ; 3 0 0 . 3 4 )

The Law: Colorado READ Act (2012)

The parent plays a central role in supporting the student’s efforts…

the READ plan will be developed with the parentthe READ plan will include strategies the parent is

encouraged to use at home to support the student’s reading success

the parent is strongly encouraged to work with the student’s teacher in implementing the READ Plan

the parent is strongly encouraged to supplement the intervention instruction the student receives in school

the parent will receive ongoing, regular updates and communication concerning progress on home strategies

A National Shift Based onthe Law and Research

National Standards for Family-School Partnerships (PTA,2009)

Welcoming All Families Communicating Effectively Supporting Student Success Speaking Up for Every Child Sharing Power Collaborating with

Community

The Six Types of Parent Involvement(Epstein, 1995)

Parenting Communicating Volunteering Learning at Home Decision-Making Collaborating with

Community

What is the Shift?

Traditional Parent Involvement

Parents

Schools are responsible

School initiated, set formal meetings

School to home, one-way communication

Family Partnering

Family

Families and schools share responsibility

Flexible hours and meeting venues

Ongoing two-way communication

What is the Shift?

Traditional Parent Involvement

Parents give consent to educational plans

Structured volunteering

Homework is often seen solely as the child’s responsibility, with consequences for lack of completion

Family Partnering

Educational plans are jointly developed and delivered

Supporting learning at home and school

Homework is seen as an important home-school link and communication tool, with continuous successful completion integral to academic achievement and behavioral learning

How is the Shift Appliedto Special Education?

Traditional Parent Involvement

Often more of a compliance focus

Annual, triennial reviews tend to be primary touch points, with formal progress reports

Schools and home both working towards goals, but often separately

Family Partnering

Compliance AND student outcome focus

Also, there is school and home progress monitoring, two-way communication

Coordinated learning between home and school, focused on goals and outcomes

Activity #4Family-School Partnering Continuum

Where are you and your school staff members, families, and community resources on the partnering continuum ? Give it a number!

Home and school are separate, very different worlds. It is the school’s responsibility to educate children, and the family’s responsibility to see that the children are dressed, fed, and prepared for school.

Schools share the responsibility for education with families. The partnership with families is flexible: on some issues the parents will be the more active partner and on others, the school will be.

1 10

Door Prize

Challenges and Solutions

“Hurdlers know there will be several obstacles…they plan ahead as to how to overcome. With a little foresight…there can be successful navigation.”

(adapted from Ellis and Hughes, 2002)

Challenges Solutions

Educators

Families

Activity #5What Are Your Challenges?

Prioritize Your “Big 3”

Limited time to build trust, relationships, ongoing two-way communication

Limited skills and knowledge in how to partnerFear of inadequacy, conflict, “reliving”

negative experiencesCultural and linguistic differences between

families and schools Lack of clearly stated partnering beliefs,

expectations of shared responsibility, and role descriptions

(Esler, Godber, & Christenson, 2008)

Activity #5: ResearchSummary of Challenges for

Educators AND Families

Challenges Solutions

Educators

Families

Activity #6What Are Your Solutions? Prioritize Your “Big

3”

Flexible Hours : Come in early or stay late once a week with “comp time”

Stated Beliefs and Expectations : Partnering plan, shared responsibility, equal partners, homework, behavior

Creative Communication : Texting, emailing, list serves copied to students, voice mailing, websites, breakfasts, lunches, meeting at school day cares

Joint “Professional Development” : Families, educators, and community resources learning together, online opportunities

Small Gatherings with Families and Students : Class open houses at various times, drop-in centers

Interactive Homework : Families participate and provide feedback Student Ambassadors : Assigning home and school communication

tasks, teaching parents, calling all parents to invite to school Cultural and Language Liaisons : Family to family, home and

community visits*Please note: These are suggestions from the field.

Activity #6Thinking About Solutions…

Escalator Video:“Don’t Panic And Think About

What You Already Have In Place!”

http://www.youtube.com/watch?v=47rQkTPWW2I

“On the Team and At the Table”for EVERY STUDENT

Universal, Targeted, Intensive

Multi-Tiered Partnering

Educators, Families, Students, and Community Resources: “On the

Team” On a football team, every player has a job to do and a role to play. Each player is respected for his/her unique expertise. Each player practices and works to become better at executing personal responsibilities. The team works together to obtain the best results possible.

Educators, Families, Students, and Community Resources: “At the

Table”Picture a table where people are

discussing a problem.Respecting and listeningUnderstanding different perspectives Focusing on positive outcomesDisagreeing at times Intentionally working to compromiseEach involved party has a place “at the table,” even

if he/she can’t attend. All voices are heard.

Targeted Tier - SOME(includes all Universal)

Focused school/community outreach and problem-solving partnering for some families, students and school staff.

Intensive Tier - FEW (includes all Universal, Targeted)

Individualized school and community partnering for a few families, students and school staff.

Universal Tier - ALLPositive school climate with school-wide efforts to welcome, include, and support every student and family; stated beliefs that: (1) education is a shared responsibility between families and schools; (2) families are equal partners; (3) student success is always the focus; each classroom provides coordinate learning opportunities for home and school.

Multi-Tiered Family & Community Partnering Support Practices:

Respecting Time and Resources

Universal

Targeted

IntensiveContinuum of

Support for Every StudentHomelessness

Literacy

Family Illness

Math

Soc skills

Language Differences

Sports

Tiers are Fluid, Focusing on Student Success…

Activity #7 Universal Tier Supports Checklist ALL Families/Staff

SCHOOL_____1. Providing a shared understanding of the evidence and legal base for partnering._____2. Creating a welcoming, culturally responsive environment with multiple visiting and volunteering opportunities (home and school)._____3. Communicating partnering beliefs: (a) Education is a shared responsibility between home and school;(b) Families are equal partners;(c) Student success is always the focus._____4. Integrating partnering practices and language into all documents, procedures, teams. _____5. Ensuring every family uses the school technology - parent portal, email, website._____6. Ensuring every family knows the importance of their actions in supporting learning at home: (a) Frequent and systematic discussions about school; (2) Encouraging their children regarding schoolwork; and (3) Providing or working with resources to provide supervision, support for homework and after-school time._____7. Sharing the RtI process with all staff and families._____8. Providing family education on learning-related topics, based on identified needs. _____9. Including families in school decision-making, such as on accountability committees._____10. Using data systematically to improve and expand family partnering practices._____11. Allocating time for a staff person to support personnel and families in partnering._____12. Collaborating with community resources.

Activity #7 Universal Tier Supports Checklist All Families/Staff

CLASSROOM_____1. Contacting every family personally to create ongoing, two-way communication._____2. Ensuring each family, including students, understands class and homework expectations, and how everyone will partner if a student struggles._____3. Providing information on current learning content, with specific out- of-school coordination strategies and follow-up._____4. Asking families what they need to support learning at home and following up._____5. Sending progress data regularly to families, with opportunities for discussion. _____6. Telling students that school and home are working together for their success.

Activity #7 Targeted Tier Supports Checklist

SOME Families/Staff (includes Universal)

______1. Designating people and processes to reach out and individually encourage families and staff who may be hesitant or uncomfortable.______2. Including families as equal partners throughout the individual RtI problem-solving process, providing information and participation in decision-making.______3. Supporting teachers and families in mutually developing and implementing individual student plans such as IEPs, ALPs, BIPs, and READ.______4. Ensuring families understand and participate in the implementation of small group (standard protocol) interventions.

Activity #7 Intensive Tier Supports Checklist

A FEW Families/Staff (includes Universal and Targeted)

_____1. Individualizing family-school partnering plans and support when needed._____2. Providing school, family and community wraparound when needed. _____3. Providing conflict resolution support and process when needed.

View Universal Partnering: The O’Hearn School1. What was the role of the principal, teachers,

and families?2. How would a family center work at your

school?3. What about parents reaching out to parents?4. How would this system work for you?

http://fsp.unl.edu/future_module1_video1.html

Activity #8

ACTIVITY #9Define Family-School Partnering Roles and Responsibilities

SCHOOL HOME

Principal Family

Teacher Student

Specialist Community Members

School Mental Health PTA/PTO

“Front Line Staff”(Clerical, other, etc.)

Take a Break

Door Prize

Why Might A Teacher or Family or Community Resource Move to

the Targeted or Intensive Tier?

Student is strugglingTeacher is strugglingFamily is strugglingCommunication or

partnering needs more support

Colorado MTSS PROBLEM SOLVING PROCESS

Step 1—Define the problemWhat is the problem?

Step 2—Problem AnalysisWhy is it occurring?

Step 3—Plan ImplementationWhat are we going to do about it?

Step 4—Evaluate Is it working?

Family Role in Problem-Solving Process

Share responsibility as an equal partner. Collaborate & communicate with teachers about

student. Support student learning at home. Attend problem-solving team meeting, if possible. If

attending isn’t possible, it is important to communicate before and after a meeting.

Partner in intervention planning and monitoring. Participate in decisions for any assessment and/or

referral for special education evaluation. (CDE, 2008,b)

Baselines (PLAAFP) and Goals

What is the baseline, present level of academic achievement and functional performance, current status?What is the number?

What is OUR measurable goal, outcome, target?Is the goal observable?Is the goal measurable/quantifiable? Can it be

counted?Is the goal both ambitious and realistic?

Prescribing Interventions

Interventions are prescribed based on data and resource availability.

About research-based instructional practice or interventions: are found to be reliable, trustworthy and valid based on

evidence ongoing documentation and analysis of student

outcomes helps to define effective practice in the absence of evidence, the instruction/intervention

must be considered “best practices” based on available research and professional literature.

(CDE, 2008b)

Monitoring Progress

Progress monitoring is a research-based practice that regularly (weekly, biweekly, or monthly) measures students’ academic or

behavioral progress in order to evaluate the effectiveness of teaching practices and to make

informed instructional decisions. Progress monitoring becomes more frequent with the

intensity of the intervention.The same tool is used over time.

Perf

orm

ance

Time

Response to Intervention

Expected Trajectory

Observed Trajectory

Positive

Questionable

Poor

Decision Rules: Linking Response to Intervention & Decisions

General GuidelinesPositive

Continue intervention until student reaches benchmark (at least)

Fade intervention to determine if student has acquired functional independence

QuestionableCheck for fidelity of implementation Increase intensity of current intervention for a short

period of time and assess impact. If rate improves, continue. If rate does not improve, return to problem solving

PoorCheck for fidelity of implementationReturn to problem solving for new intervention

Decision Rules: What is a “Good” Response to Intervention?

Positive ResponseGap is closingCan extrapolate point at which target student(s) will

“come in range” of target--even if this is long range Questionable Response

Rate at which gap is widening slows considerably, but gap is still widening

Gap stops widening but closure does not occur Poor Response

Gap continues to widen with no change in rate(Martinez & Batsche, 2008)

0123456

dataAimline

Base Line

Target

Aimline

Visual Data Displays

Visual data show the same information to all partners so can equally share in decision-making. This lessens conflicts and biases and createscommon understanding.

Student Recommended for CICO

CICO is Implemented

ParentFeedback Regular Teacher

Feedback

AfternoonCheck-out

Morning Check-in

CICO CoordinatorSummarizes Data

For Decision Making

Bi-weekly SST Meetingto Assess Student

Progress

Exit Program

ReviseProgram

Check In Check Out (CICO)

Meadowlark/ Buena Vista

School-Home-School Note: Progress

Monitoring

Assessing for Intervention

Diagnostic and prescriptive assessments are individually administered. They are designed to gain more in-depth information and guide appropriate instruction or intervention plans. Assessments are given by trained/qualified personnel and focused on specific questions.

(This is not a formal special education eligibility process.)

Students and Families Who Are Learning English: Questions to Ask

How can we support an ELL family’s role in the problem-solving process?

How do we decide who will be the best person for the consultation and “RtI liaison role”?

Who is the person who has the most knowledge about English language acquisition and/or the language/culture?

How and when can we learn about the student and family’s background, culture, educational experiences, questions and concerns? Sociocultural interview?

( a d a p te d f ro m : C D E E L L R t I Tra i n i n g a t h tt p : / / w w w. c d e . s tat e . co . u s /c d e s p e d / d o w n l o a d / p d f / E L L _ R t I _ D ay 1 . p d f )

What had the teacher and family been doing together?

How were data shared? How were home and school learning coordinated? How would your problem-solving team do this? What might have you done differently? How might you use this video with families or

colleagues?Video: http://www.cde.state.co.us/rti/ProblemSolving.htm

Activity #10Problem-Solving Process Video and

Group Reflection

Referral for Special Education Evaluation

Please refer to Guidelines for Identifying Students with Specific Learning Disabilities. (CDE, 2008a)

What is the Role of the Parents in the RtI Process?

http://www.nrcld.org/rti_practices/parent.html

Sufficient Progress with Intense Intervention

*Please refer to Guidelines for Identifying Students with Specific Learning Disabilities. (CDE, 2008a)

Insufficient Progress With Intense Intervention

Possible SPED Referral/Determination or More Intervention Please refer to Guidelines for Identifying Students withSpecific Learning Disabilities. (CDE, 2008a)

Special Education Referral Process

Referral when a disability is suspected made byproblem-solving team (including parent)parent

Inform parent of intent to refer (if not involved in decision)

Review existing data (with disability criteria) Obtain informed parental consent & provide and

explain procedural rights Develop evaluation plan with parent input Multidisciplinary team, including parents and

classroom teachers, reviews data and criteria; decides whether eligibility criteria for a disability are met.

*Please refer to Guidel ines for Identifying Students with Specific Learning Disabi l ities. (CDE, 2008a)

Data-Based Action Planning

Data are necessary to calibrate perceptions. The collection of data informs continual improvement

efforts. (Wellman & Lipton, 2004)

Toolkit, Data Sources, Ongoing Planning, and Implementation

Implementation Gaps

Research Practice

Belief Practice

Law Practice

Resources Practice

Tarzan Principle: Link It Altogether and Move Away from “Random Acts”

of Partnering to Intentional Practices School Engagement/Dropout

Prevention; Postsecondary Readiness; ICAP

Colorado Growth Model and New Content Standards

Educator Effectiveness District and School

Accountability Committees; PTO/PTA

MTSS: RtI, Special Education, PBIS

UIP

1. Insure Shared Knowledge: Provide research, rationale, and definition for family-school partnering to families, students, educators, and community in multiple ways

2. Identify Existing Practices: Assess current multi-tiered practices using multiple data sources; identify strengths and concerns

3. Set Measurable Outcomes: Prioritize goals

4. Implement Action Steps: Identify specific, measurable, actions with resources and data tools; follow plan; evaluate and revise for continuous improvement

USE AND SHARE YOUR DATA!

Partner Action Planning

Sample Toolkit and Training Data Sources

Planning Team Feedback SurveyContinuumChallenges and SolutionsTiered ChecklistRoles and Responsibilities

Other Data Sources

Document ReviewPartner language, family input, two-way

Committees/Teams Agenda ItemsLeadership, instructional, professional learning

communities discussing partnering

Event ParticipationDisaggregated for conferences, volunteering,

student performances

Other Data Sources

Teacher-Family Two-Way ContactsFirst-of-year personal outreach, homework, positive

celebrations, problem-solving; email, voice mail, texting, podcasts, websites

Student Planning Team - Participation and Intervention Planning IEP, ALP, RtI, Behavior, Other

Surveys, MonitoringTeacher Effectiveness, Event Feedback, TELL

Activities #11, #12 Action Planning

Activity #13 Multi-Tiered Family, School, and Community Partnering is __________ because _______________.

Door Prize

( A d a p te d f ro m Pe te rs o n a n d C o o p e r a s c i t e d b y t h e F u t u r e s i n S c h o o l Psy c h o l o g y Ta s k F o rc e o n Fa m i l y - S c h o o l Pa r t n e rs h i p s , 2 0 0 7 )

“…No matter how skilled professionals are, nor how loving families are, each cannot achieve alone, what the parties, working hand-in-hand, can accomplish together.”

Family & Community Partnering:“On the Team and at the Table”

Available online at: http://www.cde.state.co.us/rti/FamilyCommunityToolkit.htm

Family and Community Partnering:“On the Team and at the Table”

Toolkit

Available online at http://www.cde.state.co.us/rti/FamilyCommunityToolkit.htm

Table of ContentsI. Training MaterialsII. Universal Tier: Tools and Resources

School Classroom

III. Targeted/Intensive Tiers: Tools and ResourcesIV. Planning and Evaluation: Tools and ResourcesV. Web and Text ResourcesVI. References

CDE MTSS and SLD Information

RTI (Response to Intervention)

http://www.cde.state.co.us/RtI/ PBIS (Positive Behavior Interventions and Supports)

http://www.cde.state.co.us/pbis/ SLD (Specific Learning Disabilities)

http://www.cde.state.co.us/cdesped/SD-SLD.asp State Personnel Development Grant (School, Family,

and Community Partnering)

http://www.cde.state.co.us/RtI/spdg/Family.htm

Additional Resources

Constantino, S.M., (2008). 101 ways to create real family engagement . Galax, VA: ENGAGE! Press.

Constantino, S.M. (2003). Engaging al l famil ies: Creating a positive school culture by putting research into practice. Lanham, MD: Scarecrow Education.

Epstein, J.L . , Sanders, M.V., Simon, B.S. , Sal inas, K.C., Jansorn, N.R., & Van Voorhis, F.L. (2002). School , family, and community partnerships: Your handbook for action. Thousands Oaks, CA: Corwin Press.

Jenkins, T. (2007). When a chi ld struggles in school . Charleston, SC: Advantage

Henderson, A.T. , Mapp, K.L. , Johnson, V.R. , & Davies, D. (2007). Beyond the bake sale: The essential guide to family-school partnerships. New York: The New Press.

Lines, C.L. , Mil ler, G.L. ,& Arthur-Stanley, A.(2011). The power of family-school partnering: A practical guide for mental health professionals and educators. New York: Routledge.

Lawrence-Lightfoot, S. (2002). The essential conversation: What parents and teachers can learn from each other. New York: Random House.

Thanks ! Contact Us Any Time…

Support Contact Phone Email

CDE Cindy DascherFamily Consultant 303.866.6876 dascher_c@cde.state.co.us

CDE Kim WatchornSenior Consultant 303.866.6262 watchorn_k@cde.state.co.us

CDE Cathy Lines FSCP Consultant clines1@comcast.net

Denver MetroCPRC

Yvette Plummer Consultant yvettep@denvermetrocprc.org

PEAK ParentCenter

Beth Schaffner Consultant bschaffner@peakparent.org

• Bridgeland, J.M., Dil iul io, J. J. , & Balfanz, R. (2009). On the frontlines of schools: Perspectives of teachers and principals on the high school dropout problem. Washington, DC: Civic Enterprises, LLC. Retrieved from http://www.civicenterprises.net/reports/on_the_front_lines_of_schools.pdf

• Christenson, S. L. (1995 ). Families and schools: What is the role of the school psychologist? School Psychology Quarterly, 10, 118-132.

• Christenson, S. L., & Sheridan, S. M. (2001). Schools and families: Creating essential connections for learning . New York: Guilford Press.

• Clark, R.M. (1990). Why disadvantaged students succeed: What happens outside of school is critical. Public Welfare, (17-23) .

• Colorado Department of Education. (2007). ECEA rules . Retrieved from http://www.cde.state.co.us/cdesped/download/pdf/ECEARules_Effective12-30-07.pdf

• Colorado Department of Education. (2008a). Family involvement in schools: Engaging parents of at-risk youth. Denver, CO: Author.

• Colorado Department of Education. (2008b). Guidelines for identifying students with Specific Learning Disabil ities . Denver, CO: Author.

References

• Colorado Department of Education. (2008c). Response to intervention (RtI): A practitioner ’s guide to implementation . Denver, CO: Author. Colorado Department of Education. (2008c). Response to intervention (RtI): A

practitioner ’s guide to implementation . Denver, CO: Author. Colorado Department of Education (2009). Response to intervention (RtI):

Family & community partnering: “On the team and at the table” toolkit: Denver, CO: Author.

Colorado Department of Education (2010). District accountabil ity handbook. Denver, CO: Author.

Colorado Department of Education (2011). Commissioner ’s report to the state board of education: Dropout prevention and student engagement unit. Denver, CO: Author

Epstein, J.L. (1991 ). Paths to partnership: What can we learn from federal, state, district, and school initiatives. Phi Delta Kappan, 72 (5).

Epstein, J.L. (1995). School/family/community partnerships: Caring for the children we share . Phi Delta Kappan , 76 (9) , 701-702.

References

Epstein, J.L. , Sanders, M.V., Simon, B.S., Salinas, K.C., Jansorn, N.R., & Van Voorhis, F.L. (2002). School, family, and community partnerships: Your handbook for action. Thousands Oaks, CA: Corwin Press.

Epstein, J.L. & Van Voorhis, F.L. ( in press). The changing debate: From assigning homework to designing homework. In S. Suggate & E. Reese (Eds.) Contemporary debates in child development and education. New York: Routledge.

Esler A.N., Godber Y., & Christenson, S. L. (2008) . Best practices in supporting home-school collaboration. In A. Thomas & J. Grimes (Eds.), Best practices in school psychology V (pp. 917-936) ). Bethesda, MD: National Association of School Psychologists.

Gage, N.L. & Berliner, D.C. (1991). Educational psychology (5 t h ed.). Boston: Houghton-Mifflin.

Garcia Coll, C., & Chatman, C. (2005) . Ethnic and racial diversity . In H. Weiss, H.Kreider, M.E. Lopez, & C. Chapman (Eds.) , Preparing educators to involve families: From theory to practice (pp. 135-142 ). Thousand Oaks, CA: Sage Publications.

References

Henderson, A.T., Mapp, K.L. , Johnson, V.R., & Davies, D. (2007) . Beyond the bake sale: The essential guide to family-school partnerships. New York: The New Press.

Henderson, A. & Mapp, K. (2002). A new wave of evidence: The impact of school, family, and community connections on achievement. Austin, TX: National Center for Family & Community Connections with Schools.

Hirsch, E. , Sioberg, A., & Germuth, A. (2009). TELL Colorado: Creating supportive school environments to enhance teacher effectiveness. Retrieved fromhttp://tellcolorado.org /sites/default/files/attachments/Colorado_TELL--finalreport.pdf

Hoover-Dempsey, K.V., Whitaker, M.C., & Ice, C.L. (2010). Motivation and commitment to family-school partnerships. In S.L. Christenson & A.L. Reschly (Eds.), Handbook of school-family partnerships (pp. 30-60) . New York: Routledge.

Lines, C., Mil ler, G.L. , Arthur-Stanley, A. (2011). The power of family-school partnering: A practical guide for school mental health professionals and educators. New York: Routledge.

References

Marzano, R. J. (2003). What works in schools: Translating research into action. Alexandria, VA: Association for Supervision and Curriculum Development.

National Parent Teachers Association (2009). PTA national standards for familyschool partnerships: An implementation guide . Retrieved fromhttp://www.pta.org /Documents/National_Standards_Implementation_Guide_2009.pdf

New Teacher Center. (2011). What are the voices of Colorados’ teachers tell ing us? Retrieved from http://tellcolorado.org /sites/default/files/attachments/CO11_brief_general_trends.pdf

Pianta, R. & Walsh, D. B. (1996). High-risk children in schools: Constructing sustaining relationships. New York, NY: Routledge.

Sheridan, S.M. (1997). Conceptual and empirical bases of conjoint behavioralconsultation. School Psychology Quarterly, 12, 119-133.

Simon, B.S. (2001). Family involvement in high school: Predictors and effects . NASSPBulletin, 85 (627) , 8-19.

References

Wellman, B. & Lipton, L. (2004). Data-driven dialogue: A facil itator ’s guide to collaborative inquiry. Sherman, CT: MiraVia.

United States Bureau of the Census (2004). Population predictions . Retrievefrom http://www.census.gov/ipc/www/usinterimproj/

United States Department of Education. (2006). 34 CFR Part 300: Assistance to stat for the education of children with disabil ities and preschool grants for children with disabil ities. Final rule. Federal Register, 71, 46783 – 46793 .

Van Voorhis, F. I . (2011). Maximum homework impact; Optimizing time, purpose, communication, and collaboration. In S. Redding, M. Murphy, P. Sheley (Eds.). Handbook on family and community engagement. Charlotte, NC: Information Age Publishing.

Weiss, H., Little, P., Bouffard, S. , Deschenes, S. , & Malone, H. (2009). Strengthen what happens outside of school to improve what happens inside . Phi Delta Kappan, 90(8) , 592-596.

References